Goal A: Students will be able to compose for particular audiences and purposes.
This goal states that in order to transform information in ways that are appropriate for who is viewing it and why. Throughout Dr. Sherry’s foundations of college writing class I have learned techniques on how to go after this goal. One of the tools that helped me perform this goal was the P.A.G.E principle and how we had to use it on our EAR project. In the P.A.G.E principal each letter stands for a word, P stands for purpose so basically why the author wrote or created this, A stands for audience so who was this piece directed towards, G stands for genre which is the category that the piece fits under and, E stands for Engagement which is what the author got out of making it. Now moving on to the EAR project which was one of the projects we did throughout this class. For this project we had to find brochures, posters, and flyers then we had to apply the P.A.G.E principals to them. All of this eventually led up to us creating our own flyers, posters, and brochures in which we had to construct by using the P.A.G.E principal. This project helped us learn how to take our information and basically put it into different forms and direct them to different audiences.
Goal B: Students will be able to compose using language and conventions appropriate to genre.
This goal states that we the students are able to present our works while using the styles and rules of a certain form. For this goal I am going to use the EAR project again because I feel like it does the best job of showing how we made a certain type of documents for a certain group of people. For this example I am going to use my flyer. For my flyer I chose to direct it at students because I felt like students are more likely to run into a flyer because from my personal experience I walk past tons of flyers every day when I am walking in and out of my dormitory. My flyer was aimed at student athletes and the purpose of it was to get them to attend a meeting that was taking place in the kehr union. To reach my goal and get my point across I applied the P.A.G.E principal that I stated in the last goal and I also wanted to make it short and sweet because I know that as a student I will not take the time to stop and read a flyer that has paragraphs on it.
Goal C: Students will be able to read, select, and use evidence critically to formulate and support arguments.
This goal is stating that we the students will be able to take what we have read and use it to support our thoughts about a passage. For this goal I am going to use the CLUE project. In the CLUE project we had to do gather research, and interview students or people that are associated with our research question. My research question for this project was, do student athletes get special treatment over non student athletes. While I was carrying out my interviews with a few of my friends that are student athletes I have found that a few of them don’t feel like they get any special treatment however I did find out that they get excused from class if they have a game or a team meeting even when the professor has attendance points. The project or document that I will be using to exhibit this goal is my final paper for my CLUE project. I chose this essay because in my opinion it best shows off the use of taking information that we have gathered and shows how we analyzed it to put in our papers.
Goal D: Students will be able to read, select, and use evidence critically to formulate and support arguments.
This goal states that students will be able to read and create in multiple ways using multiple styles. For this goal I am going to go back to using my EAR project. My reason for choosing to use this project for this goal was because we learned how to write in many different ways during the course of the EAR project. During the EAR project we learned the C.R.A.P. principal and how to apply it into our own work. The C.R.A.P. principal stands for contrast, repetition, alignment, and proximity. We used this principal in our EAR project and I never realized how much thought actually goes into the format of a flyer, brochure, and all that sort of stuff. In my flyer for this project I used two bright colors that I felt went with each other and I aligned everything accordingly so that everything followed the C.R.A.P. principals.
Goal E: Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
This goal means that students can work together and individually so they can revise their paper so they can hand in work that they are truly proud of. For each of the projects we did in this class we did peer reviews and we handed the draft in online so that Dr. Sherry can also give us his input so we can sharpen our skills and make our projects as good as possible. These revisions helped us learn how to take criticism and how to put that back into our own work. Without these peer reviews and Dr. Sherry’s comments on my paper I would not have been able to hand in work that is of my best ability.
This goal states that in order to transform information in ways that are appropriate for who is viewing it and why. Throughout Dr. Sherry’s foundations of college writing class I have learned techniques on how to go after this goal. One of the tools that helped me perform this goal was the P.A.G.E principle and how we had to use it on our EAR project. In the P.A.G.E principal each letter stands for a word, P stands for purpose so basically why the author wrote or created this, A stands for audience so who was this piece directed towards, G stands for genre which is the category that the piece fits under and, E stands for Engagement which is what the author got out of making it. Now moving on to the EAR project which was one of the projects we did throughout this class. For this project we had to find brochures, posters, and flyers then we had to apply the P.A.G.E principals to them. All of this eventually led up to us creating our own flyers, posters, and brochures in which we had to construct by using the P.A.G.E principal. This project helped us learn how to take our information and basically put it into different forms and direct them to different audiences.
My Brochure:
My Flyer:
Goal B: Students will be able to compose using language and conventions appropriate to genre.
This goal states that we the students are able to present our works while using the styles and rules of a certain form. For this goal I am going to use the EAR project again because I feel like it does the best job of showing how we made a certain type of documents for a certain group of people. For this example I am going to use my flyer. For my flyer I chose to direct it at students because I felt like students are more likely to run into a flyer because from my personal experience I walk past tons of flyers every day when I am walking in and out of my dormitory. My flyer was aimed at student athletes and the purpose of it was to get them to attend a meeting that was taking place in the kehr union. To reach my goal and get my point across I applied the P.A.G.E principal that I stated in the last goal and I also wanted to make it short and sweet because I know that as a student I will not take the time to stop and read a flyer that has paragraphs on it.
My Flyer:
Goal C: Students will be able to read, select, and use evidence critically to formulate and support arguments.
This goal is stating that we the students will be able to take what we have read and use it to support our thoughts about a passage. For this goal I am going to use the CLUE project. In the CLUE project we had to do gather research, and interview students or people that are associated with our research question. My research question for this project was, do student athletes get special treatment over non student athletes. While I was carrying out my interviews with a few of my friends that are student athletes I have found that a few of them don’t feel like they get any special treatment however I did find out that they get excused from class if they have a game or a team meeting even when the professor has attendance points. The project or document that I will be using to exhibit this goal is my final paper for my CLUE project. I chose this essay because in my opinion it best shows off the use of taking information that we have gathered and shows how we analyzed it to put in our papers.
My CLUE Project:
Goal D: Students will be able to read, select, and use evidence critically to formulate and support arguments.
This goal states that students will be able to read and create in multiple ways using multiple styles. For this goal I am going to go back to using my EAR project. My reason for choosing to use this project for this goal was because we learned how to write in many different ways during the course of the EAR project. During the EAR project we learned the C.R.A.P. principal and how to apply it into our own work. The C.R.A.P. principal stands for contrast, repetition, alignment, and proximity. We used this principal in our EAR project and I never realized how much thought actually goes into the format of a flyer, brochure, and all that sort of stuff. In my flyer for this project I used two bright colors that I felt went with each other and I aligned everything accordingly so that everything followed the C.R.A.P. principals.
My Flyer:
My Brochure:
Goal E: Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
This goal means that students can work together and individually so they can revise their paper so they can hand in work that they are truly proud of. For each of the projects we did in this class we did peer reviews and we handed the draft in online so that Dr. Sherry can also give us his input so we can sharpen our skills and make our projects as good as possible. These revisions helped us learn how to take criticism and how to put that back into our own work. Without these peer reviews and Dr. Sherry’s comments on my paper I would not have been able to hand in work that is of my best ability.
Collaborative Work:
Individual work: